Category Archives: Support

Governance matters in Festival of Education Part 2

This year’s Festival of Education had sessions which would have been of interest to governors. I have previously written about my session with National Schools Commissioner, Dominic Herrington. Below is a short account of some other sessions I was able to attend.

Ruth Agnew’s session was on “Effective Governor Challenge”. Ruth started by making the point that welcoming and enabling effective challenge is an aspiration and asked how if people welcome challenge. Good, professional relationships are important in schools. Too much trust and friendly relationship can hinder challenge. Ruth then talked about why and how schools start to decline. She said that problems start when processes to ensure accountability start to falter (lack of skills and training, too trusting a relationship, misplaced loyalty, too reliant on head for information, governors not acting strategically, etc). Ruth said that she had not found a better resource of what effective governors do than the “Learning from the Best” Ofsted report. Ruth said none of the things mentioned in the report are rocket science! Ruth mentioned that sometimes heads model the questions governors should be asking. She thought this isn’t necessarily a problem but it must not become the default. Ruth also encouraged us to think how we frame our questions. “How did we do in SATs this year” is better if it’s framed as “What do these results tell us about us meeting our objectives for this cohort”. Ruth said challenge isn’t lobbing questions like tennis balls at the school leaders. We shouldn’t be using checklists. Instead, we need to look at things with fresh eyes and then if we find an issue Ruth wants us to be like a dog with a bone!

Dr Kate Chhatwal spoke about accountability and peer reviews. According to Kate, the advantages of a peer review system are:

  • We don’t need permission to take part in peer reviews
  • It works with top performing schools as well as those needing support
  • It allows identification and sharing of excellence

Kate talked about how Challenge Partners conduct peer review. The important point is that this is “doing with and not doing to”. Challenge Partners are also doing MAT reviews but they don’t have a strict framework for this as MATs are still in their infancy. They start with a simple question, “What is the MAT doing to ensure the children it serves achieve better than they might otherwise, and is it working?”. This was a very interesting session and I think as time passes peer reviews may become more important. I completely agreed with Kate when she said that you are a system leader only if you care for the children beyond your own institution.

The session by Katie Paxton-Dogget and Tara Paxton-Dogget was titled “Matchmaking for academies”. Katie started by saying that more and more schools are joining or forming multi-academy trusts (MATs). As Labour hasn’t said they will return schools to local authority control, even if there is an election and we have new inhabitants in Sanctuary Building, finding a good MAT will be important for many schools. Katie explained the difference between academies and maintained schools. She said when people say autonomy is lost upon joining a MAT, they should be asked about the level of autonomy maintained schools have. Katie went on to the discussions governors should have when they are considering joining a MAT.

  • Revisit your vision and ethos. You should be looking at MATs which share your ethos
  • Consider what type of MAT you want to join
  • Think about geographical location of your school and other schools in the MAT

Tara made the point that as in human relationships, even if partners have differences as long as they share values the relationship can thrive. Tara’s school had recently become part of a MAT. She said that as far as students were concerned they hadn’t noticed any striking changes. There was more contact between students now which she thought was a good thing to have come out of being part of the MAT. It was good to hear from a student too, especially one as articulate as Tara.

The other session I attended was by Andy Guest on, “Is our model of school governance broken?” Andy started by asking posing the question, “If you started with a blank page, would you design what we currently have?” Andy also made the case for simplifying things by

  • Committing to either academisation or reverting to LA as having both isn’t working
  • Creating a simpler quality/compliance/value for money framework
  • Committing to a capability model across the system and be honest about the role of stakeholder engagement

Andy was of the opinion that governance has to change if we want an equitable and sustainable school system

There was a lot to think about in this session and I’m sure these conversations will continue.

Links to Wakelets (collated tweets) from some of the sessions I attended are given below;

What if we were accountable to each other? Unlocking the power of school and MAT peer review (Dr Kate Chhatwal)

How can we balance trust, autonomy and accountability in the system? Panel discussion at Festival of Education 2019 (Becky Allen, Ben Newmark, Carolyn Roberts, Sean Harford, Naureen Khalid)

Lord Agnew’s Keynote at Festival of Education 2019

Keynote by Amanda Spielman HMCI at Festival of Education 2019

Ofsted’s new Education Inspection Framework (Sean Harford, Matthew Purves and Paul Joyce)

Doug Lemov at Festival of Education 2019

Driver Youth Trust at Festival of Education 2019

I would recommend governors attend the Festival in 2020. I am sure the organisers will have sessions around governance again. Other sessions are useful too as they are on various other aspects of education which governors may want to know more about. Dates for 2020 have been announced (18th -10th June 2020). The organisers are offering a 40% launch discount and there is a special rate for governors (£45 for a day ticket, £59 for both days).

 

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Understanding what is meant by critical friend matters

Critical friend is a term which you may often see being used to describe governors. If you are new to governance you may wonder what the term actually means. I’ve been asked questions about being a critical friend and have tried to explain this many times but I’m never sure if I’ve managed to get my point across and explain the term well. The other day I read a blog by Michael Salter which I thought was helpful. Michael is an Australian teacher whose blog Pocket Quintilian I absolutely adore! Michael’s interests are in the field of linguistics and classics and in many of his blogs he examines the etymology of words which makes his blog unique. In his latest post he looked at the etymology of “critic, critical and criticism”. Michael writes,

Critic, critical and criticism (as well as crisis) come from the Greek krínein, to judge. This in turn comes from a Proto-Indo-European root meaning sieve – an instrument for sifting, or separating, different things. This same archaic root was the origin of the Latin crimen, which gives us discriminate…a word which, sadly, is hardly ever used now in its positive sense. And this is not unconnected with what I have to say next.

Art, music and literary critics are tasked with making judgements based on their knowledge of the art form in question. And why are they entrusted with this task? Presumably, one would hope, because they possess a rich store of knowledge in their chosen turf.

When I read the above passage, I paused and thought that I should use what Micheal has written to explain the concept of being a critical friend. The “friend” bit of the phrase is easy but some people may misinterpret “critical” bit of the phrase and think that our role is to be one who is “inclined to find fault”. Our role is not to find fault; our role is to sieve information, separate different things which are provided to us and then make a judgement on how well the school is fulfilling its duty to our pupils. To do this well we need to arm ourselves with knowledge first. This is where CPD comes in. We need to equip ourselves with knowledge relating to the curriculum, assessment systems, progress data, finances, cohort characteristics, how various groups of pupils are performing etc. Once the board, as a whole, has this body of knowledge we can ask informed question and make judgements. In other words be the critical friend it is our job to be.

Teacher recruitment and retention matters

On 8th June 2019 I attended #BrewEdEssex This event was organised by Vic Goddard, Jean Louis Dutaut, Dean Boddington and John Bryant. The theme as teacher recruitment and retention. I’m very grateful to the organisers for letting me speak at this event and talk about the role governors can play in this. My slides from my session are below. I’m also adding a few lines of explanation so the slides make sense to those who weren’t there in person.

Slide 2:

Before we go on to discuss the role governors can play in recruitment and retention, a bit of back ground about who we are and what we do. Exact data isn’t available but there are around 250,000 of us. As we are legally not allowed to be paid, this makes us one of the largest volunteer forces in England.

Slide3:

We have three core functions.

Slide 4:

One of our core roles is ensuring there is clarity of vision and ethos in our school/academy/MAT. This is really important as ethos and culture of our schools will impact on retention. Governors play an important part in defining the vision and ethos and then we make sure that all our practices and policies reflect this. We need to ensure that the ethos in the schools we govern is one of mutual respect, of professional respect, of collaboration and support. If we can build up such a culture we will go a long way in ensuring that firstly teachers want to come at work in our schools and secondly, the teachers that do work in our schools stay in teaching. I’ve deliberately said stay in teaching and not stay in our schools because what we want is a school where we grow and develop our teachers so that they are ready to take the next step in their career and that may involve moving schools. This is the most positive thing we can do. In many cases we are the employer so it’s important that we recognise the role we play and the duty we have as employers.

Slide 5:

One way in which a school or trust can start to address the recruitment and retention problem is by showing itself to be an employer of choice. For this to happen we need commitment from governors to treat this as a priority and to aspire to be an employer of choice. So, what does this mean in practical terms? I’ll talk about retention first as I think if you can retain your teachers then the recruitment problem becomes less of an issue.

Slide 6:

So, why it is important to retain teachers? David Weston has blogged about this where he’s looked at research which showed that teachers get better over time, initially more quickly and then, typically, a little more slowly from around three to five years, More experienced teachers improve academic outcomes and non-academic outcomes, very experienced teacher is particularly effective at reducing absence of the most vulnerable pupils and experienced teachers make their colleagues more effective. So retaining experienced teachers is of huge importance.

Slide 7:

The first step to becoming an employer of choice is for governors to judge ourselves using staff satisfaction as one of the criteria of how successfully we are as leaders. How do we do that?

Slide 8:

Firstly, we must make sure staffing is discussed at every board meeting. We need to ask heads to report on staffing issues at every meeting. This will go a long way in making the head and SLT and staff realise that staff are important to us.

Slide 9:

We should also be surveying staff, at least annually. These surveys should give us an insight to how staff are feeling, what issues are causing a concern

Slide 10:

Obviously, positive feedback is good to have. Who doesn’t like to hear good things?

 Slide 11:

But perhaps more important is to be open to hear negative feedback and to act on it. If governors become defensive or don’t encourage heads and SLT to be open to hearing different views then it’s very difficult to bring about change. Staff should be made to feel valued and one way to do that is to seek their views and change things which are negatively impacting on them.

Slide 12:

And one of the most important issues we may get feedback on is workload issues. Though the day to day running of the school is something we should not get involved in but as governors we do need to understand workload issues. Ask questions relating to workload. We must ask our heads how are they ensuring teachers are not getting crushed under workload. Anytime a new policy or new initiative is brought to us we need to ask about workload implications of that initiative. If staff are being asked to do something new, we need to ask what are they not required to do. Again, culture and ethos has a part to play here. Do we know and do we facilitate collaboration so teachers have supportive networks and are not constantly re-inventing the wheel. We must also look hard at ourselves. Are we adding to workload by demanding data? Is all the data that we ask for actually useful? Are we putting pressure on our heads who then may be passing it down to teachers? How are we supporting our heads? Have we ensured that they have a team around them who they can rely on for finance, HR etc and leave them free to concentrate on teaching and learning?

Slide 13:

Workload issues bring me to another thing; flexible working. Are we as governors aware of what our staff needs are as far as flexible working is concerned?

Slide 14:

This again is something where the culture and ethos we are responsible for plays a part. Are we fostering a culture where staff feel able to talk to senior management and working together come up with a solution which means they can work reduced hours. This applies to heads too. As governors are we ready to have a conversation with our head when they indicate they would like a job share?

Slide 15:

Another way we can make staff feel valued so that they stay in the profession is by committing to their development. When the budget comes to us for approval do we look at the CPD budget? Do we ensure that the money being spent is being spent wisely? Do we put measures into place which allow our staff to develop and flourish? Are we making it easier of for staff to get further qualifications? When we appoint new heads, especially if it’s their first headship, do we offer them a mentoring scheme? Some people may be a bit wary of developing staff in case they left to go elsewhere. I think, firstly, we owe it to them. Secondly, prospective new staff will see that you’ve nurtured and developed staff and they can expect the same so they will be keener to join and this helps in making you an employer of choice.

Slide 16:

Flexible working, manageable workload and development opportunities all contribute to teacher well-being. There are other things we can do too. Governors should make sure behaviour policies are working and are being implemented consistently. When we go into schools we can see if behaviour is like we would want it to be. If teachers don’t have to fight at this front they can get on with doing their job which is teaching. We can have other initiatives as well such as each teacher is allowed to take off for family events like watching their own child in a play. Like I said this is all to do with the culture. As culture, good or bad, will trickle down from the top as governors we need to be aware that the culture is one where teachers are valued and know they are valued.

Slide 17:

As governors we need to ensure we have a good whistleblowing policy in place and that people have confidence that if they raise concerns through this they will be listened to, the issue will be thoroughly investigated and they won’t suffer any consequences. We should be looking at staff absence data and asking questions around that so we can pick up any problems that may be leading to a high absence rate. We must also ask how staff returning to work will be supported. If staff do leave, for whatever reason, we should be offering exit interviews. Again, the culture in the school should be one where people won’t mind speaking their minds at these interviews.

Slide 18:

A quick word about headteachers now. Headship is a lonely place. Once we have appointed a good head we need to make sure we support and nurture the head too. The GB/head relationship, especially the chair and head relationship is of crucial importance. Yes, we must challenge them but we must be ready to provide support too. Heads are juggling a lot of balls a lot of the time and it’s up to us to support them and let them know that you’re there for them. A good head is more likely to stay on if they have a good GB and chair than if they don’t.

Slide 19:

Slide 20:

Governors are directly involved in appointing heads and members of the SLT team. For headteacher appointments in MATs they may have the CEO or regional director etc as part of the panel. Some panels will also have advice from an independent person. Governors will be looking for a person who shares their ethos and will be able to deliver the vision they have of the school moving forward. There are a lot of myths around like governors only appoint someone in their image etc. The vast, vast majority of governors just want the best candidate for their school. It’s my view and one shared by the NGA that The other appointments for classroom teachers, HoD, support staff etc should be left to the head to manage but there are things we should be monitoring.

Slide 21:

So, what do governors need to consider when they are looking at how recruitment works in their school? All the things I’ve just talked about are things which will attract people to apply but only if you tell them you have all this in place. This is where marketing comes into play. We need to make sure people who are thinking of applying now what great stuff is going on in our schools. We need to ensure that we communicate our vision clearly. We want to appoint someone who has the same vision as us. This becomes especially important when appointing head and SLT as they are then ones who will be delivering the vision so they need to be in tune with the governing body. Does our ad make it clear we are an equal opportunity employer? It’s not simply the matter of adding alone at the bottom of the ad saying that you are. Does the ad reflect this? Have we looked at out short listing process? Have we considered blind short listing?  Are we sure our interview brings out the best in the candidates? Do we give feedback after interviews? Good feedback to unsuccessful candidates is important for their development.

Slide 22:

This tweet caught my eye the other day. I have Dean’s permission to share this today. Apart from the fact that in my opinion governors should not be involved in interviewing for positions other than SLT and head, I see no value in asking these questions of an NQT. Just think back to when you were an NQT and were asked this.

Slide 23:

So, in summary,

Slide 24:

Now you must be thinking that this was all about what governors could do and should do so why is Naureen telling us all this? Three reasons really:

  • You work in schools which are governed by trustees or governors should you should know what they should be doing as retention and recruitment for that matter affects you all
  • Some of you may be governors yourself and therefore you can go back and see how are things being done in your governing body
  • Lastly, if you are not a governor then I would urge you to think of becoming one. Think of joining a governing body of another school. For you that will be great CPD and for that governing body they’ll have someone who understands education and the pressures that go with the job.

Reducing teacher workload matters: Department for Education Guidance for trustees and boards by

Department for Education has today published materials to help boards and trustees help support workload reduction in their school(s) and for themselves. The links to various materials are as below.

Support for governing boards and trustees: workshop

Handout: Summary sheet to accompany workshop

Workshop discussion template

Practical tools: Ongar Primary School Governing Board reflections on reducing workload across a school

Staff wellbeing surveys matter: Guest Post

Bruce Greig is an entrepreneur and school governor. He served as Chair of Governors through two Ofsted inspections and worked with four headteachers. He set up School Staff Surveys after discovering how enlightening an anonymous staff survey can be and decided to make it easy for every school to run them. Below is a guest post written by Bruce on the topic of staff surveys.

I’ve been a school governor since 2011. A long while ago we asked our headteacher to run a staff wellbeing survey. We had heard mutterings of discontent from some staff, but others seemed very happy. Sometimes governors’ work is like the blind men appraising an elephant: you only see little glimpses of what’s really going on.

That survey we ran turned out to be transformational. It started a gradual, but dramatic, improvement in our the school staff culture.

Culture is very hard for governors to assess. Staff are often on their “best behaviour” during a learning walk or other governor visit. You don’t necessarily get a sense of how staff interact, and how they feel, when governors are not around.

We now do the same survey every year, and I think that every school should do this. In fact, I became so taken with the idea I set up a little side business just doing staff wellbeing surveys for schools: School Staff Surveys.

Here are some of my favourite questions (there are 69 questions in all, adapted from the world-renowed UK Civil Service People Survey).

Simple questions, but telling. And you can’t really ask a staff member this face-to-face (or, if you did, you can’t be sure of getting an honest answer). Of course, this survey question won’t tell you for sure whether or not your head is doing a good job, but it will help inform you. Staff might answer “Agree” because they just love the fact that the head lets them hide away in their classroom untroubled by observation or feedback. Or they might “Disagree” because they dislike a head who is actually doing a great job.

So the survey digs a little deeper into this, with questions like:

You can see that these more probing questions would help governors understand in more detail how the school is being led and managed.

Developing staff

As governors, we are well aware that recruiting staff is difficult: distracting, time-consuming and hard work. So it is much better if schools can do everything they can to develop and grow their existing staff. How’s that going? This question gives you an steer:

Staff might agree to this because they think to themselves “yes, I could go on those courses if I got round to asking”. Does your school actually have the processes in place to ensure that that development actually happens, and is it worthwhile? This more specific question gets to the crux of that:

And if you are able to develop and grow your staff, you should then get a resounding Strongly Agree to this question:

Feedback and appraisal

Since the introduction of performance related pay for teachers in 2014, it has been absolutely crucial that schools get their appraisal process right. Back in 2013, the last TALIS survey showed that around half of all teachers in England felt that feedback and appraisal was just a box-ticking exercise. If that shows up in the next TALIS survey, a lot of schools will be sitting on a tinderbox of potential grievances.

You are unlikely to hear from a teacher face-to-face that they think their appraisal is a waste of time. But if they do quietly think that, you could have a big problem on your hands – if their pay has been determined each year by a process they think is inadequate.

A regular wellbeing survey can look at this issue with questions like:

It isn’t just about how teachers view their own appraisal. It is just as important that staff feel others are managed well too, especially if they think other staff are not doing a good job. A question like this addresses that:

Teamwork

There are few things more toxic for a school staff culture than a staff member who doesn’t muck in. Won’t share resources, makes no effort to help out colleagues. I have heard of a school where a teacher appeared super professional and dedicated in her interactions with governors, but completely wrecked the school’s team culture in her interactions with staff. Literally leaving other teachers in tears. Had it not been for other staff speaking up, governors would have had no idea of the effect this teacher was having on the rest of the small team.

Being fair and respectful

Now we are getting into more sensitive territory. You’d hope that, if staff were not being treated fairly, or were suffering harassment, they would speak up. But I’ve learned that teachers are very reluctant to speak out about anything which might rock the boat (compared to my experience of other modern workplaces). If they keep their heads down, they have a very secure job. If they rock the boat, they fear that they might attract the dreaded career-ending “capability procedure”.

Your survey should include a couple of basic questions on this, like:

But also explicitly ask about discrimination:

And harassment:

Now then if you get a “yes” to either of these questions, the school can’t necessarily take any action. The survey is anonymous. The respondent might wish to remain anonymous. But your head, or CoG, could at least say to staff that the survey has shown that someone feels they have not been treated right and make sure everyone knows how to address their grievance safely if they want to.

There are another 40 questions in the survey that I run. There are plenty of ways that schools can run a survey like this. The UK Civil Service People Survey questions are in the public domain – you can put them into a Google Form or into Survey Monkey for free. One step up from that is a simple paid-for version like mine (School Staff Surveys), which takes the time and effort out of doing it all yourself. Or there are other providers like the Education Support Partnership who will administer a survey for you and follow it up with consulting and advice to help you address the issues it raises.

 

Relationships between Charity Boards and Executive Teams Matter

 

On 6th February 2019 I attended an event “Building a Strong Relationships between Charity Boards and Executive Teams” organised by the consultancy and advisory firm, Gallanach. I found out about this event through Mike Bath. Mike and I follow each other on twitter and often discuss school/academy finance and governance. As academies are charities, the discussions during the evening are directly related to academy trustees and school leaders but as the discussion focused on governance it is also applicable to maintained school governance. For this reason, in this post, I will be using “governors” rather than trustees when I talk about school governance.

The event had presentations from Ian Joseph, Managing Director Russam GBS and Trustee of Kidscape and Sarah MaGuire, CEO Partnership Support Group. The evening was facilitated by Norman Blissett (Director, Gallanach). There was discussion around lots of areas affecting governance, most of which I have tried to capture below. I have then tried to relate them to school governance.

Roles of the board and the executive:

Norman started the evening off by talking about the role of the board and the executive. According to Norman, it is essential that there is a mutual understanding of roles of the board and the executive. Norman outlined the role of the board which he said was to

  • Set the vision and values of the organisation
  • Set the strategy of the organisation
  • Delegate functions to the executive
  • Be accountable to stakeholders

Department for Education has defined three core roles of governors in the Governance handbook. These are

  • Ensuring clarity of vision, ethos and strategic direction;
  • Holding executive leaders to account for the educational performance of the organisation and its pupils, and the performance management of staff; and
  • Overseeing the financial performance of the organisation and making sure its money is well spent.

The National Governance Organisation, NGA, has been discussing adding a fourth duty to the above three, that of accountability to stakeholders. Emma Knights, their CEO, has written about this here. There has been some debate around this with some feeling that performing the three core functions well entails being accountable to stakeholders. Others feel that ensuring decisions taken by the board take into account the views of stakeholders (parents, pupils, staff, and community) should be explicit and that can be done by making it the fourth core function. This is an important discussion and one we must have.

Norman also emphasised the need for everyone to understand that there is a fine line between scrutiny and management and Sarah touched upon the operational and strategic roles. This is something that we, as school governors absolutely must understand. This is one of the reasons training/CPD, especially for those new to school governance, is so important. Sarah also talked about how if the CEO brings too much detail to the board the difference between the strategic and operational may get blurred. She also mentioned that trustees sometimes can focus too much attention on things they do in their day jobs. She has noticed this especially from trustees who come from finance or HR background. This can lead to discussion becoming more operational. Too much time spent discussion things which you do in your day job also means that the rest of the items on the agenda don’t get the time they deserve.

Ian talked about the absolute importance of having clarity around roles. He touched upon the roles of the chair of the board and the CEO, more on that later on.

Transparency:

Norman talked about the importance of having a “culture of candour”. Everyone in the boardroom should be prepared to challenge and be challenged. Problems should be tackled immediately but trustees need to be able to spot these. If there is an occasion where a question from a trustee is brushed aside then Norman says that should raise a red flag. This is something which the Chair may need to explore, perhaps outside of the meeting. Norman also said that trustees should have open access to the organisation.

Ian agreed that transparency is hugely important. He made the point that there should be no nasty surprises for trustees. The executive needs to be open and upfront with the board so problems can be looked at in a timely manner and solutions found.

This is something which we as governors and school leaders need to understand too. As governors, think about what happens when you ask for information. Are you getting so much information that you can’t see the wood for the trees and is that because something is being hidden from you in open sight? Or are you not getting enough information and is that perhaps because things are not going as well as they should? Transparency isn’t only for the boardroom. One of the Nolan Principles is Openness (Holders of public office should act and take decisions in an open and transparent manner. Information should not be withheld from the public unless there are clear and lawful reasons for so doing.) Are your minutes easily accessible? Do you publish your minutes on your school website? Do you take care in deciding which part of the discussion should be declared confidential? As far as open access is concerned, yes, governors need to be able to come into school to carry out their monitoring role but they should remember that the organisation is a after all a school and our monitoring should not disrupt education. Transparency also means that we should inform the head that we are coming in and why. Transparency from all sides fosters trust and is essential for good relationships.

Chair and CEO relationship:

A good Chair/CEO relationship is a feature of an effective board. Norman said there needs to high challenge as well as high support. Relationships need time and effort put into them. Norman suggested that it’s a good idea for the Chair and CEO to spend time together, both formally and informally.

Ian agreed that this is an important relationship. He said it’s essential that both the Chair and the CEO understand their respective roles. The role of the Chair is to lead the board and the job of the CEO is to run the charity and deliver its objectives. The Chair and CEO relationship needs to be based on mutual respect. The Chair should be a professional of equal standing which promotes respect for each other.

As in any other form of governance, the relationship between the Chair and the head of school/trust is a very important one. Chairs and heads should make time to meet each other regularly. The head should also know that he/she can contact the chair at any time should they need to. Being the head of a school can be a lonely job and the head should know they can rely on their chair for support. It’s also important to remember that this relationship needs to be professional at all times. If there is a perception that the relationship between the head and chair is cosy that can lead to problems. NGA has published numerous guides which are useful for chairs of governing bodies. Professor Chris James, Bath University, has conducted research into various aspects of school governance. Here he talks about his study to examine the workings of private sector boards to see if there are any lessons or messages for school governing bodies as far as the head/chair relationship is concerned. If you are a chair and need some help/support/advice then National Leaders of Governance (NLGs) will be able to provide you with that.

All about beneficiaries:

Everyone who spoke at the event was clear that the charity, the board and the executive should be clear that everything they do has to be for the benefit of their beneficiaries. Norman talked about the importance of the board and the executive having a shared idea of the purpose of the organisation. Obviously, for schools the purpose is to provide a good education to children and this is something the board and the executive will agree on and share. What does need to be agreed and shared is the vision and ethos of the school which will drive how education is delivered to the children.

Ian was very clear about the need for both the board and executive to be clear that they are thee for the benefit of the beneficiaries of the charity.

Sarah talked about this too. She thought it was important that the trustees knew the issues faced by the beneficiaries so that they could tailor the work of the board accordingly.

Board composition:

Sarah made a point during her presentation that the board discussion can sometimes suffer if the trustees have the same or similar skills. For example, she has noticed that in boards where most of the members have a financial or HR background, then most of the discussion tends to focus around these areas and very little time is given to discussing things outside of their comfort zone. This is why boards need a wide variety of skills.

In response to a question from the floor about diversity, Ian said that diversity is important. What is also important is to think very carefully about this. A BAME, with a PhD from Oxford who listens to Radio 4 may not be bringing the diversity which you are looking for. I made the point that this must be more than a token gesture and that people still need to feel valued and not feel they are there to tick boxes.

Ian said that people should not join boards because it looks good on their CV but at the same time we should be encouraging more people to join by emphasising the skills they will pick up by being on a board. Another member of the audience said that his board has started appointing what they term “apprentice trustees” who participate fully in board discussions. It is hoped that this way they can see how the board works and perhaps then join as trustees.

The problem of finding people willing to serve as governors is one which may school governing bodies face too. Those schools which would benefit from strong governing bodies are the ones who find it harder to recruit people.

During the panel session, I asked if it’s appropriate for the CEO to choose trustees. The panel members and audience thought that the CEO should not appoint trustees and although it’s a good idea for a prospective trustee to meet with the CEO, this must be for the benefit of the trustee and not the CEO.

Meetings, planning, appraisal:

Sarah talked about the importance of well planned meetings. Good preparation for a meeting involves thinking carefully about the agenda and making sure what goes into the papers is well thought about. This is essential for school governors too. The Chair, head and the clerk should work closely on this. They should ensure that the papers go out at least seven days before the meeting with the expectation that everyone would have read them before the meeting.

Discussions during the meeting should be sharp and focused. Sarah asked trustees to think about the impact their discussions would have on the beneficiaries. If you can’t identify an impact then ask yourself why you are meeting. Again, this is something we as governors need to ask ourselves; will tonight’s meeting have an effect on the education of our children. It is important here to say something about the headteacher’s report too. Make sure your head knows what information you need and in which format. The head’s report is the vehicle by which the head can give governors the information they need. The content of the report should be driven by what the governors need.

The matter of away days came under discussion too. It was suggested that these days are a good way to discuss matters, re-visit and understand the purpose of the organisation and build relationships. There should be days when the executive and the board can meet away from the boardroom. There should also be opportunities for the board members to meet each other away from the boardroom. I know may governing bodies do do this and I think it is an effective way for discussion issues outside of meetings. These away days should still be focused so as to make best use of everyone’s time.

Sarah touched upon appraisal during her presentation. She said it would be a good idea for trustees to have a one to one conversation with the chair/CEO so that they can understand why the trustee joined the board. Sarah also thought that a light touch appraisal of trustees by the chair with input from the CEO was also a good idea.

Qualities of a good trustee:

Norman ended the event by asking Ian and Sarah what they thought were good qualities to have in a trustee. Sarah’s top five were

  • Willingness to listen
  • Willingness to be open
  • Willingness to push executive
  • Being very clear what the link is to the beneficiaries
  • Willingness to get involved

Ian added three more

  • Laser like focus on beneficiaries
  • Common sense
  • Being able to ask questions

All in all this was a really enjoyable event for me and I am sure for everyone else who attended. I found it very useful to listen and interact with people involved with governance who work in sectors other than schools.

The Governor’s Role from a non-governor perspective; Guest Post by Dr Christine Challen

Dr Christine Challen is a Lecturer who describes herself as being passionate about supporting students & preparing them for HE. She believes that continual reflection in practice is key to successful teaching. She is a new blogger who has found her writing muse. Below are her reflections on the role of a governor from the perspective of someone who is not a governor herself.

I thought it would be a great way to start the New Year, with a different spin on Governance. Having never been a governor myself what do I perceive to be the role of a governor within a governing body? More importantly how does and should this impact on the school or college both for staff and pupils/students and ultimately the vision and/or future of the institution?

Before we begin let’s explore what the role of the governor within a governing body is:

“The role of the governing body is to provide strategic management, and to act as a “critical friend”, supporting the work of the headteacher and other staff. …Governors must appoint the headteacher, and may be involved in the appointment of other staff.”

I have specifically chosen this definition as I like the term “critical friend,” However, while it is easy to be taken in by the word friend, for some this will conjure up an element of pleasing and not wanting to “stir the broth.” This is well balanced by the word critical in front because for me that is exactly what a governor should do.

Now I do not for one minute want you all to think that this means it is all about finding fault and being negative but it is key to be questioning, and within this sometimes thinking outside the box for a positive impact not only on staff and students but the future vision of the school.

The term “strategic management.” is an unfortunate description as it implies “continuous planning, monitoring, analysis and assessment” which by default suggests accountability.

In my Bera Blog (2017) I  have described how the presence of business and accountability in education is damaging not only for staff and student wellbeing but also what the real and true meaning of education is about.

The press, media and twitter are full to bursting with real genuine concerns and views from senior experienced educators about high numbers of staff and students with mental health issues as well as challenging behaviour and how we tackle this and provide a truly inclusive education for all to contribute positively and successfully to society and employers. Additionally, there is now an even greater need to embrace the view that we need enriching curriculums that will provide much more individualised approaches to education rather than the constant assessment and exam culture.

The big question is how do I see the role of a governor from an inexperienced eye?

My pet hate is folks that treat this role as a great addition to a CV, instead of a commitment to institution, pupils and staff and a serious role paid or not.

Governors need to fully embrace the attribute of “critical friend” even if it means challenging questions and asking for changes that may not necessarily tick boxes but have lasting changes both personally and academically for schools, pupils and staff alike.

Although Governors need to work with leadership teams, they also need to stand firm in their views even if they are counter to the popular opinion within school boards if we are truly to change education.

Wellbeing, inclusion and individualised education need to be a top priority if we are to ensure that all are able to contribute positively and effectively to a better academic and pastoral environment for all.

They may well be reminded that “rules are for the obedience of fools and the guidance of wise men” and this for me sums up how governors can affect change.

As we pack away our decorations for another year  here is my message to all governors out there – remember your role is pivotal to making changes. Be creative, be questioning, think outside the box, challenge the school and heads and keep at the forefront of your mind the pupils and staff both new and experienced.

Your voice is important and can make changes for the better.

So, as we all ring in the New Year all governors alike let the bells ring even louder for the changes you can make in our schools and education to ensure we do our future generation proud. Look after our teachers not just professionally but their wellbeing as well.

Finally, and aptly as governors remember the words of Nelson Mandela

“Education is the most powerful weapon which you can use to change the world” as governors use your voice to enable this for a better future and social justice in society.